Using WMO's Competencies for the Provision of Climate Services in Bachelor's Degree: The Experience of the URV's Bachelor in Geography, Territorial Analyis and Sustainabilty

In the previous decade, different WMO expert teams drafted the Competencies for the Provision of Climate Services (WMO, 2019). In awareness of the importance of Climate Services, the Universitat Rovira i Virgili's Bachelor's Degree on in Geography, Territorial Analysis features two courses specifically mapped to this competency framework. Strategically placed in the 2nd and 3rd year, these courses offer 12 ECTS, equipping students with core knowledge and skills for delivering climate services. The curriculum includes a participatory methodology, encouraging co-creation, user engagement, and responsiveness to user needs, as highlighted in research by Font et al. (2021). This approach, contrasting traditional educational models, fosters a dynamic, interactive learning environment. Students undertake a workflow in line with the WMO's framework for climate service provision. 

Project 3, the first course, focuses on the first two core competencies: C1 Create and Manage Climate Data Sets (covering quality control and data homogenization) and C2 Derive Products from Climate Data. This first course establishes an understanding of climate data management and product development and introduces the students to programming applications. The second course, "Project 5: Co-creation of Climate Services", further develops the coding skills and emphasizes communication skills (C5, Communicate Climatological Information with Users). It reviews database creation, and the development of products tailored to sectoral areas of local significance, like tourism or cultural events or high-priority areas identified by the Global Framework for Climate Services (GFCS), such as Health. The program's emphasis on co-creation and sector-specific applications highlights its commitment to practicality and real-world relevance in climate service fields. 

Competency development in these courses is assessed against various learning outcomes aligned with the WMO's guidelines for climate service provision. Student progress is evaluated through diverse criteria, adhering to a "learning by doing" approach. This methodology provides a hands-on experience and facilitates continuous skill improvement guided by instructor feedback. This experiential learning model is crucial for integrating theoretical knowledge with practical application, preparing students for professional challenges in climate-related fields.